Classroom-based language efficiency assessment: a challenge for EFL teachers

dc.contributor.author	WACH, ALEKSANDRA
dc.date.accessioned	2012-11-04T16:12:53Z
dc.date.available	2012-11-04T16:12:53Z
dc.date.issued	2012
dc.description.abstract	This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.	pl_PL
dc.identifier.citation	Glottodidactica, Vol. 39/1 (2012), s. 81-92.	pl_PL
dc.identifier.isbn	83-232-1043-8
dc.identifier.issn	0072-4769
dc.identifier.uri	http://hdl.handle.net/10593/3611
dc.language.iso	en_US	pl_PL
dc.publisher	Wydawnictwo Naukowe UAM	pl_PL
dc.subject	Language assessment	pl_PL
dc.subject	Teacher assessment	pl_PL
dc.subject	Teachers’ beliefs	pl_PL
dc.subject	Teacher as assessor	pl_PL
dc.title	Classroom-based language efficiency assessment: a challenge for EFL teachers	pl_PL
dc.type	Artykuł	pl_PL

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